LEARNING STRATEGIES TO MEET DIVERSITY IN UNIVERSITY STUDENTS

Abstract

The present investigation was carried out in order to generate effective intervention programs in the academic tutoring sessions considering the diversity of students' socio-cognitive processes. Two stages were developed: During the first one the learning strategies of undergraduate students in Education were identified and their relationship with academic achievement was analyzed by means of a Learning Strategies Assessment Questionnaire applied to a sample of 42 students; in the second, workshops were held to promote the use of cognitive, metacognitive and socio-affective strategies in order to improve learning, with a sample of 11 participants. The results emphasize that the learning strategies of affective support and control do not have significant relation with academic performance, unlike strategies related to information processing which show a strong involvement. It was also evaluated that, although the students know the use of strategies such as the conceptual map and the abstract, they do not master the corresponding methodology. The results of the research provide references to guide the action plans of tutors, explicitly incorporating the use of strategies in the learning sequences, to address the socio-cognitive diversity of students attending university with different cognitive, affective and motivational skills